Suchergebnisse

Cover -- Series Page -- Integrative Strategies for the K-12 Social Studies Classroom -- Library of Congress Cataloging-in-Publication Data -- Contents -- Foreword -- Chapter 1: Integrative Opportunities in the Social Studies Classroom -- Chapter 2: Picture This -- Chapter 3: The Play's the Thing -- Chapter 4: Making Social Studies Accessible and Engaging for English Language Learners -- Chapter 5: Social Studies and Literacy -- Chapter 6: Interdisciplinary Strategies for Math and Social Studies -- Chapter 7: Traveling the World Through the Vehicle of Music -- Chapter 8: The Social Side of Science -- Chapter 9: Don't Forget Me! -- Chapter 10: Things Said and Done -- Chapter 11: Visual Literacy Strategies for the Social Studies Classroom -- About the Contributors.

History classrooms are not neutral: They are contested arenas where legitimacy and hegemony battle for historical supremacy. The representation of marginalized groups within history classrooms is dependent upon the willingness of individual teachers to present material that accentuates contributions, challenges historical givens, empowers the marginalized, and, above all, raises awareness of and reflection upon race and racial images and the impact they have on the historical interpretations of American history. By using Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, social studies teachers can create classrooms that challenge historical dogmas and offer counter narratives to historical events. This article defines and situates Critical Race Theory and uses the Indian Removal Act of 1830 to illustrate how history and the historical events of "others" can be recognized and valued.

This semester-long research project examined the use of social studies trade books to thematically teach about six individuals who served as change agents in the United States during the late 19th century and early 20th century. Three of the individuals were African American men, Robert Smalls, Frederick Douglass, and John Roy Lynch, who took civic action to address racial discrimination faced by the Black community in the half century following the U.S. Civil War. The other three indivduals were women women, Ida B. Wells, Clara Lemlich, and Jane Addams, who challenged social inequities and injustices within their communities. Over the course of the semester-long research project, sixth-grade U.S. history students read selected trade books, examined primary sources, completed graphic organizers, and crafted writing assessments about each of the six individuals. Students demonstrated complex historical thinking, integrated economic and civic thinking, and communicated thematic ideas of systemic oppression of minorities, women, and the poor. They struggled to make connections between examples of historic oppression and contemporary examples of societal oppression.